牛津大学本科导师制的学生学习体验研究
|
摘要
牛津大学作为享誉全球的一流大学,其导师制在本科生教学中发挥了重要的作用。通过质性研究,对28位牛津大学本科生进行半结构式的深度访谈,结果发现:牛津大学导师的实施路径可以分为辅导前、辅导中与辅导后三个阶段,并具有四种不同的目标内涵;牛津大学本科导师制的学生体验包括两个维度,分别是实施体验与目标体验,表现出个性化的指导方式、平等包容与权责清晰的师生关系、重视原著阅读的研导内容、多元背景的同伴作用这四个特征。
As a world-renowned university, the tutorial system of Oxford University plays an important role in the teaching activities of undergraduates. Based on grounded theory, this study conducted semi-structured depth interviews with 28 undergraduates in Oxford University and found that the path of tutorial system could be divided into three stages: before, during and after, with four different target orientations. Meanwhile, this study showed a whole picture of undergraduates learning experiences under the tutorial system in Oxford University in two dimensions, namely the implementation experience and target experience, which fully reflected the characteristics of individualized teaching based on student-oriented and teacher-guided, the relationship between teachers and students with inclusive equality and clear responsibilities, the emphasis on original reading and the peer function of diverse backgrounds.
As a world-renowned university, the tutorial system of Oxford University plays an important role in the teaching activities of undergraduates. Based on grounded theory, this study conducted semi-structured depth interviews with 28 undergraduates in Oxford University and found that the path of tutorial system could be divided into three stages: before, during and after, with four different target orientations. Meanwhile, this study showed a whole picture of undergraduates learning experiences under the tutorial system in Oxford University in two dimensions, namely the implementation experience and target experience, which fully reflected the characteristics of individualized teaching based on student-oriented and teacher-guided, the relationship between teachers and students with inclusive equality and clear responsibilities, the emphasis on original reading and the peer function of diverse backgrounds.
引文
[1] Persona lized lea r ning[EB/OL].(2 015-01-0 8) [2018-08-06].http://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning.
[2] Alan B. Cobban. The Medieval English Universities: Oxford and Cambridge to c.1500[M]. Aldershot: Scolar Press, 1988:120.
[3] University of Oxford. Teaching and Tutorial System[EB/OL]. (2017-04-01)[2018-02-16].http://www.pmb.ox.ac.uk/Students/Visiting_Students/Tutorial_System.pdf.
[4] 徐辉, 郑继伟. 英国教育史[M]. 吉林:吉林人民出版社,1993:115.
[5] 杜智萍, 周保利. 牛津大学导师制的传播意义[J]. 高教发展与评估, 2011(09):108-112.
[6] 杜智萍.19世纪以来牛津大学导师制发展研究[D].保定:河北大学博士学位论文, 2008:23-25.
[7] 刘宝存.牛津大学办学理念探析[J].比较教育研究, 2004(02):16-22.
[8] 李莉.社会学视阈下的牛津大学导师制[J].高教探索,2008(08):34-37.
[9] William Moore. Tutorial and its future[M]. Oxford: Clarendon Press, 1973: 75.
[10] 常丽丽,杜智萍.牛津大学导师制对我国本科教学改革的启示[J].教育理论与实践, 2014(09):6-8.
[11] 李国仓.应然与实然的距离:牛津大学导师制在我国的发展与困境[J]. 中国高教研究, 2013(08):55-58.
[2] Alan B. Cobban. The Medieval English Universities: Oxford and Cambridge to c.1500[M]. Aldershot: Scolar Press, 1988:120.
[3] University of Oxford. Teaching and Tutorial System[EB/OL]. (2017-04-01)[2018-02-16].http://www.pmb.ox.ac.uk/Students/Visiting_Students/Tutorial_System.pdf.
[4] 徐辉, 郑继伟. 英国教育史[M]. 吉林:吉林人民出版社,1993:115.
[5] 杜智萍, 周保利. 牛津大学导师制的传播意义[J]. 高教发展与评估, 2011(09):108-112.
[6] 杜智萍.19世纪以来牛津大学导师制发展研究[D].保定:河北大学博士学位论文, 2008:23-25.
[7] 刘宝存.牛津大学办学理念探析[J].比较教育研究, 2004(02):16-22.
[8] 李莉.社会学视阈下的牛津大学导师制[J].高教探索,2008(08):34-37.
[9] William Moore. Tutorial and its future[M]. Oxford: Clarendon Press, 1973: 75.
[10] 常丽丽,杜智萍.牛津大学导师制对我国本科教学改革的启示[J].教育理论与实践, 2014(09):6-8.
[11] 李国仓.应然与实然的距离:牛津大学导师制在我国的发展与困境[J]. 中国高教研究, 2013(08):55-58.